CCSS- Writing for 5th Grade

Standard
W.5.1

Description
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an
opinion, and create an organizational structure
in which ideas are logically grouped to support
the writers purpose.
b. Provide logically ordered reasons that are
supported by facts and details.
c. Link opinion and reasons using words,
phrases, and clauses (e.g., consequently,
specifically).
d. Provide a concluding statement or section
related to the opinion presented

W.5.2

Write informative/explanatory texts to examine

a topic and convey ideas and information
clearly.
a. Introduce a topic clearly, provide a general
observation and focus, and group related
information logically; include formatting (e.g.,
headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of
information using words, phrases, and clauses
(e.g., in contrast, especially).
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section
related to the information or explanation
presented.

W.5.3

Write narratives to develop real or imagined

Unpacked
Differentiate between
opinion and fact.
Understanding point of
view and purpose.
Know how to make a
graphic organizer to support
main purpose.
Grouping specific elements
to support main idea.
Sequencing texts based on
evidence
Vocabulary associated with
opinion pieces. Eg, linking
words
Draw conclusions from the
reading that supports the
original opinion
Build an introductory
statement off of factual
evidence.
Create graphs and charts
Know how to select
headings, illustrations, etc to
convey facts and support
Know how to pull quotes
and cite them properly.
- use proper vocabulary in
context related to the topic
- expand topic using details,
facts, and quotes
- write a conclusion based off
of evidence and the
introductory statement or
topic
- write using transitional
words and phrases
- link factual evidence based
on whether it supports or
refutes your topic
- write fiction and nonfiction

experiences or events using effective

technique, descriptive details, and clear event
sequences.
a. Orient the reader by establishing a situation
and introducing a narrator and/or characters;
organize an event sequence that unfolds
naturally.
b. Use narrative techniques, such as dialogue,
description, and pacing, to develop
experiences and events or show the
responses of characters to situations.
c. Use a variety of transitional words, phrases,
and clauses to manage the sequence of
events.
d. Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from the
narrated experiences or events.

narratives
- correctly write dialogue
using quotation marks and
dialogue tags
- write a whole piece using
narration and the correct
tense
- write a story establishing a
beginning, middle and end.
- write with variation; know
when and how to use
interesting adjectives, verbs,
ect.
- write with characters and
their choices in mind
understanding protagonists
and antagonists
- understand elements of a
narrative ( e.g.: rising action,
falling action, conflict,
resolution, ect.)
- write using the 5 senses
- correctly sequence a story
and the events that unfold

W.5.4

Produce clear and coherent writing in which

the development and organization are
appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types
are defined in standards 13 above.)

- know how to write clear and

easily understandable pieces
of writing
- be able to identify writing
task
- be able to identify audience
- be able to set and recognize
purpose for writing

W.5.5

With guidance and support from peers and

adults, develop and strengthen writing as
needed by planning, revising, editing,
rewriting, or trying a new approach.
(Editing for conventions should demonstrate
command of Language standards 13 up to
and including grade 5 on page 29.)

- know the key components in

each stage of the writing
process
- with help from adults and
classmates, follow the steps
of the writing process to
broaden and substantiate
pieces of writing
- if appropriate, try a new
method of writing (with the
same goals)

W.5.6

With some guidance and support from adults,

- use computer resources to

use technology, including the Internet, to

produce and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of two
pages in a single sitting.

construct writing and publicize

to a larger audience with
some guidance
- use computer resources to
connect and work with others
with support
- display adequate
keyboarding skills in order to
type at least 2 pages in 1
sitting

W.5.7

Conduct short research projects that use

several sources to build knowledge through
investigation of different aspects of a topic.

-learn about the processes

that are involved in research
projects
- participate in short research
projects
- use a variety of sources to
learn more about the research
topic
- extend learning on the topic
by digging deeper into
different features relating to
the topic
- extrapolate relevant and
non-relevant information
regarding a research topic

W.5.8

Recall relevant information from experiences

or gather relevant information from print and
digital sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources.

- activate background
knowledge on a topic through
the lens of personal
experiences
- bring together information
found in print or online
sources
- identify credible information
presented from digital texts
- know how to write
summaries and/or
paraphrases in note-taking
and when writing original
pieces
- know how to properly cite
sources used for information
in a reference page

W.5.9

Draw evidence from literary or informational

texts to support analysis, reflection, and

- use evidence from fiction

texts to reinforce

W.5.10

research.
a. Apply grade 5 Reading standards to
literature (e.g., Compare and contrast two or
more characters, settings, or events in a story
or a drama, drawing on specific details in the
text [e.g., how characters interact]).
b. Apply grade 5 Reading standards to
informational texts (e.g., Explain how an
author uses reasons and evidence to support
particular points in a text, identifying which
reasons and evidence support which point[s]).

investigation, observation and

research
- use evidence from nonfiction
texts to reinforce
investigation, observation and
research
- utilize 5th grade reading
standards in both literary and
nonfiction texts

Write routinely over extended time frames

(time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks,
purposes, and audiences.

- write with all parts of the

writing process in mind;
prewriting, drafting, revising,
editing, and publishing
- write over long periods of
time with time devoted
specifically to research
topics, reflect on what they
researched, and to revise
what they have written
- write pieces in a single
sitting or in 1-2 days
- writing should vary among
the content area assignments,
as well as the purpose and
audience